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The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas

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Abstract

The purpose of this study was to examine the impact of teacher stress and
anxiety as reported by middle school classroom teachers in a selected school district in
Education Service Center, Region 20, Texas. The selected district included 13 middle
schools where a total of 825 teachers were surveyed.
Survey responses were analyzed using descriptive and inferential statistics. An
analysis of variance (ANOVA) was performed to determine if there were significant
differences (p>0.05) in response to questions involving selected demographic variables.
Findings in the study included the following:
1. There was a statistical difference (p>0.05) in state and trait anxiety scores
between teachers of TAKS subjects and teachers of non-TAKS subjects.
2. Within the two groups of teachers of TAKS subjects and teachers of non-
TAKS subjects, there were statistical differences (p>0.05) in the state and
trait anxiety scores, which support that a correlation exists between state and
trait anxiety.
3. There was no statistical difference in state and trait anxiety scores between
teachers of TAKS subjects and teachers of non-TAKS subjects in selected
demographic variables used for the study.
The following are recommendations for further study:
1. Only middle school teachers were used in a selected district for this study. A
larger scale study should be conducted to enhance empirical data to
determine if teacher stress and anxiety are impacted by state-mandated tests
for all grade levels.
2. This study focused on data collected from 13 public schools. Similar studies
should be conducted on private and charter schools. A comparison can then
be made to determine if these schools show comparable results in teacher
stress and anxiety.
3. The study involved only schools within the city limits. Further research
could include studies in rural areas to determine if teachers exhibit similar
state and trait anxiety scores as do counterparts within city schools.
4. Selected demographic variables in this study were found not to have a
significant difference in teacher stress and anxiety between teachers of
TAKS and teachers of non-TAKS subjects. Further studies should be
conducted to determine if other demographic variables contribute to teacher
stress and anxiety.

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Denning, Dayne Ralston (2006). The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas. Doctoral dissertation, Texas A&M University. Texas A&M University. Available electronically from http://hdl.handle.net/1969.1/2448.